Assistant Professor, Psychology
As a Health Service Psychologist, my educational background is in both clinical and counseling psychology. I hold dearly the central values of counseling psychology:
- An emphasis on a person’s strengths and optimal functioning;
- A focus on the whole person, with particular emphasis on life-span development and vocational growth;
- A commitment to advocacy and social justice, maintaining an ongoing awareness of the importance of environmental context and culture;
- A concentration on brief, educational, and preventative counseling interventions; and
- A dedication to the scientist-practitioner model (Gelso et al., 2014, p. 7).
Clinically, I have provided individual and group psychotherapy, comprehensive psychological assessment, supervision of counselors-in-training, and psychoeducational outreaches at a variety of sites (i.e., community mental health, residential treatment centers, university counseling centers).
As a professor and as a product of a residential liberal arts education, I work to capitalize on students’ unique talents and strengths to help them reach their full potential. Integrating my counseling psychologist identity, I use a strengths-based developmental approach geared to meet students where they are and build on their existing skill set; appreciating their passion and ability to learn. By making connections between the scientific study of psychology and its influence on the lives of students in the classroom I aim to create a personally and academically relevant experience for all students in the classroom.
My research is focused on ally development and ways in which individuals navigate discussions about inequality and engage effectively with out-group members. Most recently, I have been exploring the dyadic nature of interracial couples’ color-blind racial ideology on the racial-ethnic socialization messages they provide – either directly or indirectly – to their biracial children. I’m particularly interested in continuing research on color-blind racial ideology and amnestic heterosexism among predominantly white and straight individuals and the resiliency of people of color and LGBQ people.
Watson, L.B., Craney, R., Greenwalt, S., Beaumont, M., & Whitney, C. (2021). “I was a game or a fetish object”: Bisexual women’s sexual assault experiences and effects on sexual identity. Journal of Bisexuality. Online first. doi: 10.1080/15299716.2021.1932008
Morgan, S. K., & Langrehr, K. J. (2019). Transracially adoptive parents’ colorblindness and discrimination recognition: Adoption stigma as moderator. Cultural Diversity and Ethnic Minority Psychology, 25, 242.252. doi: 10.1037/cdp0000219
Langrehr, K. J., Morgan, S. K., Ross, J., Oh, M., & Chong, W. W. (2019). Racist experiences, openness to discussing racism, and attitudes toward ethnic heritage activities: Adoptee-parent discrepancies. Asian American Journal of Psychology, 10, 91-102. doi: 10.1037/aap0000128
Watson, L. B., Morgan, S. K., & Craney, R. (2018). Bisexual women’s discrimination and mental health outcomes: The roles of resilience and collective action. Psychology of Sexual Orientation and Gender Diversity, 5, 182-193. doi: 10.1037/sgd0000272
Brownfield, J. M., Flores, M. J., Morgan, S. K., Allen, L., & Marszalek, J. (2018). Development and psychometric properties of the Evasive Attitudes of Sexual Orientation Scale (EASOS). Psychology of Sexual Orientation and Gender Diversity, 5, 44-56. doi: 10.1037/sgd0000256
Ph.D., University of Missouri – Kansas City, 2020
M.A., Southern Illinois University Edwardsville, 2013
B.A., Coker College, 2011
PSYC 101 Introduction to Psychology w/Lab
PSYC 236 Abnormal Psychology
PSYC 323 Psychology of Gender
PSYC 352 Internship: Mindful Monmouth’s Mental Health Peer Educators
PSYC 355 Theories of Counseling
PSYC 356 Counseling in a Diverse World
PSYC 420 Research Seminar
INTG 488 Social Issues & Community Care